Information and Communication Technologies (ICT) has become globally recognized as an effective medium for learning. The Kenyan government made a commitment to provide computers for use in teaching in primary schools. This is expected to enable teachers to integrate ICT in their teaching beginning in primary standard one. Teachers will directly implement the ICT project at the classroom level, so are very crucial players to its effectiveness. This article discusses the preparedness of lower primary school teachers for this implementation process regarding their beliefs and attitudes, computer competence, and computer self-efficacy. The authors argue that the provision of computers and other infrastructure in schools may not automatically lead to integration of ICT in schools unless the government addresses teachers' beliefs and attitudes, computer competence and their self-efficacy. The authors recommend revision of the primary teacher education preparation syllabus and training practice for preservice teachers in ICT pedagogy to enhance their preparation to integrate ICT in their teaching in primary school. Keywords: ICT Teacher Age, ICT Primary Education, Teacher Self-efficacy, Kenya Teacher Computer Competence, Kasarani Division, Kenya. IntroductionThe twenty-first century witnessed rapid globalization and infiltration of Information and Communication Technologies (ICT) in almost all sectors of life. The rapid advancement of ICT and the subsequent emergence of the "knowledge-based" society make it almost mandatory to integrate ICT in teaching and learning at all levels of schooling. The use of ICT in schools has many benefits to the learner. These include easy access to digital information and understanding of concepts (Brush, Glazewski and Hew, 2008); and facilitating student-centered and self-

Early Childhood Development (ECD) centres comprise one of the immediate social and physical environments influencing children 's development, that Bronfenbrenner (1986's development, that Bronfenbrenner ( , 1989

The purpose of this study was to establish the contribution of the availability of sanitation facilities to the academic performance of children in pre-primary schools in Mathare Sub- County. The study was built on the theory of Bronfenbrenner's ecological systems theory. A descriptive research design was used to achieve the research objectives. The target population was 68 Early Childhood Development Education centers distributed within Mathare Sub-County. Stratified sampling was used to select 136 teachers to participate in the study. A pilot study was undertaken to establish the reliability and validity of the research instruments. Data was collected using a semi-structured questionnaire. Data were analyzed using Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The study employed an independent sample t-test as well as a chi-square analysis. Data were presented in tables and charts and interpretations were made based on research objectives. Findings revealed that all schools under the study had functional hand-washing facilities. Most APBET schools had one hand washing facility with no soap most of the time. Very few have at least two hand washing facilities with no soap most of the time. All public schools had hand washing and anal cleansing materials. All public schools had hand washing and anal cleansing materials. However, the anal cleansing materials in public schools purposely served the teachers and staff alone. Findings revealed that the majority of schools did not have quality sanitation since an average of only 9 schools could meet the quality standards of sanitation in Mathare slums. Sanitation facilities in pre-primary schools were not fully utilizable as toilets were in pathetic conditions in more than 50% of the schools engaged in the study. the study concluded that there are big deficits in sanitation facilities and materials in the sampled schools of Mathare slums because all schools demonstrated that one toilet could be shared by over one hundred pupils at any given time during school hours. The study recommended that the Ministry of Education should conduct regular monitoring and evaluation of school sanitation and hygiene standards as part of its regulatory roles.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0269/a.php" alt="Hit counter" /></p>

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